The Influence of Teachers' Understanding of PBL-Based LKPD on Classroom Management Effectiveness

Abstract

This study aims to analyze the influence of teachers’ understanding of Project-Based Learning (PjBL)-based Student Worksheets (LKPD) on classroom management effectiveness in elementary schools. This research employed a quantitative approach using a survey design. Data were collected through questionnaires distributed to 40 elementary school teachers in Pontianak City and analyzed using descriptive statistics, Pearson correlation, and simple linear regression analysis. The results showed that teachers’ understanding of PjBL-based LKPD was categorized as high (M = 4.12; SD = 0.46), while classroom management effectiveness was also in the high category (M = 4.05; SD = 0.51). The correlation analysis revealed a positive and significant relationship between the variables (r = 0.682, p < 0.05). Regression analysis indicated that teachers’ understanding of PjBL-based LKPD significantly influenced classroom management effectiveness (R² = 0.465). The study concludes that PjBL-based LKPD serves not only as an instructional resource but also as a strategic tool for improving classroom management. The findings imply the importance of strengthening teacher competence through professional development programs focused on PjBL implementation.